學習共同體在社會領域課堂中對偏鄉小校國中生學習之影響

The Influence of Classroom Learning Community in the Field of Social Studies on Junior High School Students in Remote Areas

本研究以行動研究方式，「探討社會領域於學習共同體課堂層級的實踐—學習者中心教學與探究、合作與表達三個學習元素，對課堂中學生學習之影響」，實施「共同備課、公開觀課與議課」，對學習者施以問卷，另對授課教師與學習者進行質性訪談。研究結論如下：一、藉由課堂學習共同體的學習歷程，學生探究、合作與表達能力獲得部分提升。二、採取「學習者中心的教學」有部分提升學生學習力的效果。

This study adopts action research as our method, aimed to explore the influence of classroom learning community in the field of social studies, with learner-centered teaching containing three learning elements on inquiry, collaboration, and expression, through collaborative lesson preparation, open classroom observation, and discussion on completed lessons. Data collection wise, this study gathered feedback with questionnaires from learners and conducted qualitative interviews with teachers as well as learners. We obtain the following result: (1) By utilizing classroom learning community, we observe an improvement of the learner's ability in inquiry, collaboration, and expression. (2) By employing learner-centered teaching, we observed an increase in learning power in some students.